1,720,964 research outputs found
High school geometry students interpretations of the equal symbol
No full textAlgebra is often referred to as a gatekeeper to higher mathematics and college, and a proper understanding of equivalence and the equal symbol is foundational to algebra. Misconceptions with the equal symbol carry over into the middle and high school grades, but there are few studies that look at these misconceptions at the high school level. Therefore, the purpose of this study is to see how high school students define and interpret the equal symbol. The results of the study show that while there are advanced understandings of the equal symbol, inaccurate views of the equal symbol are still present at the high school level. Students must be exposed to the equal symbol used in a variety of scenarios to help bring out advanced understandings of the equal symbol. Fostering a proper, deep understanding of the equal symbol across all grade levels is important as students move from the content strand of numbers and operations to algebra
An examination of a community college instructor who uses technologies as pedagogical tools to teach algebra
No full textCritical and reflective thinking in an intermediate financial accounting course: an action research study
No full textAccounting professionals have consistently called for educators to develop curriculum designed to encourage students to develop intellectual skills. The purpose of this action research study was to develop and implement an instructional method that requires intermediate financial accounting (IFA) students to consistently practice higher order thinking. Students completed a semester-long authentic comprehensive project (CP) that required them to consistently practice critical and reflective thinking (Facione, 1990; Mezirow, 1991). Findings led to the resolution of implementation issues associated with using a CP. Most implementation issues originated from students inability to apply learning obtained from working structured problems to unstructured accounting work. Short reflection papers (RPs) replaced periodic objective tests to encourage deep and meaningful learning. Students responses to question prompts gave evidence of one of Mezirows (1991) four stages of professional reflection. The depth of reflection trended with students understanding of when and how accountants use judgment. Students who consistently practiced higher order thinking also learned to adequately perform routine accounting procedures. This study resulted in an instructional method that requires accounting students to practice using the intellectual skills necessary for success in the accounting profession without sacrificing procedural knowledge. The findings will benefit other instructors working to develop learning materials that require students to practice higher order thinking as they complete authentic professional work
The transition of at-risk students to independent learners
No full textThe purpose of this action research study is to examine a classroom of at-risk students in transition from a traditional to a reform-based model of instruction. The teacher's role is gradually adjusted to encourage independent learning and the results are analyzed. The following research questions are addressed: 1) How can at-risk students best be assisted in the transition to a reform-based mathematics classroom? 2) How will the students' attitude, perception of their abilities, and performance change throughout the transition
Using errors to promote learning in high school mathematics courses
No full textThe researcher used responses from 11 high school mathematics teachers to create a list of strategies for using errors to promote deeper understanding and making students more comfortable
Pre-service elementary teachers' understandings of knowledge domains and efficacy beliefs in mathematics and science teaching
No full textThis research focuses on a cohort of pre-service elementary teachers and their perspectives with respect to the knowledge required for teaching science and mathematics at the beginning and end of their first academic year in a teacher preparation program. An activity, designed to emphasize the differences between factual/procedural knowledge and conceptual knowledge in elementary mathematics and science, was analyzed along with classroom discussions in order to gain deeper understandings of the perspectives of knowledge for teaching for the given cohort. Additionally, subject specific efficacy beliefs were compared to teaching confidence ratings related to specific science and mathematics topics. The pre-service teachers' expressed a variety of ideas regarding the role of content knowledge, and the different types of content knowledge (i.e., factual/procedural and conceptual), in teaching mathematics and science. Furthermore, their perceptions of the nature of mathematics and the nature of science were discussed. By utilizing both quantitative and qualitative methods, this project was able to not only note data trends, but also obtain depth and richness regarding conceptions of the knowledge required for teaching mathematics and science provided by the voices of the pre-service teachers
The Evolution of One Teacher\u27s Interactions with Students Working in Small Groups to Improve Their Communication, Self-Regulating and Problem-Solving Skills
No full textThis study examines effective ways for teachers to interact with students when they are working collaboratively. Through prolonged daily engagement with one class of students working in groups, the nature and experience of one teacher\u27s interventions are documented using practitioner action research. Specifically, small-group dynamics and teacher interventions are recorded, analyzed, and then modified throughout the research process ultimately indicating interventions that promote student communication in the mathematics classroom
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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